Transcript 9._Cog_AT_Parent_Presentation

Cognitive Abilities Test (CogAT)
Understanding the
Student Profile and its
Use for Educational
Planning
Fall Semester 2014
Oak Grove Yr Elem
Beth Jarman, Principal
Educational Planning
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The Cognitive Abilities Test (CogAT) is
administered to all third grade students in
WCPSS.
The CogAT benchmark testing is used for
educational planning.
Individual student data is accessed by the
Academically or Intellectually Gifted (AIG)
Program and other WCPSS educational
programs.
CogAT Scores
Please refer to the sample CogAT Report
included with the meeting hand-outs.
The CogAT Batteries are:
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Verbal – measure of verbal reasoning skills
Quantitative– measure of math reasoning skills
Nonverbal – measure of visual-spatial reasoning
CogAT Composite Scores
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The Quantitative-Nonverbal Partial
Composite score (QN Partial Composite)
indicates cognitive reasoning resources for
nonverbal learning.
The Composite score indicates the overall
strength of the student’s cognitive resources
for learning.
Percentile and Stanine Descriptions
Description
Very High
Above Average
Percentile
96-99
89-95
Stanine
9
8
Above Average
Average
Average
77-88
60-76
41-59
7
6
5
Average
Below Average
Below Average
Very Low
24-40
12-23
5-11
1-4
4
3
2
1
National Age Scores
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Stanine – a type of normalized standard
score scale ranging from 1 to 9 with 5
being the mean (average).
Percentile – indicates the percent of
students in the representative age group
who obtained lower raw scores on the
test.
Graphs and Profiles
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A bar graph of the student’s scores appears
on the score report as a visual representation
of the student’s percentile score.
Your student’s individual profile code is listed
after the subtitle “Ability Profile”.
Additional information regarding your child’s
profile can be found at: www.cogat.com by
keying in the profile code of your student.
Profile Codes
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The profile code contains a number and a
letter, for example, 8E (V-N+) or 7B (V+).
The number represents the median stanine
and the letter indicates the type of score
pattern.
The letter score patterns are: A, B, C or E.
Percentile and Stanine Descriptions
Description
Very High
Above Average
Percentile
96-99
89-95
Stanine
9
8
Above Average
Average
Average
77-88
60-76
41-59
7
6
5
Average
Below Average
Below Average
Very Low
24-40
12-23
5-11
1-4
4
3
2
1
Student Profiles
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A Profile – all subtest scores are roughly the sAme
B Profile – one subtest score is either aBove or
Below the other two subtest scores
C Profile – two subtest scores Contrast indicating a
relative strength and a relative weakness
E Profile – the difference between the high and low
subtest scores is Extreme
Raw Scores
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Number of Items = the number of
questions on the subtests.
Number Att. (attempted) = the number of
questions the student answered.
Number Correct = the total number of
items the student answered correctly.
National Grade Scores
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The grade scores compare the student to
other students at the same grade level
nationally.
Grade scores are NOT used for
identification since students in a given
grade may vary greatly in terms of their
age.
The Next Step……..
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Students with an age-based Composite or
subtest battery score at or above the 85th
percentile (85%) are eligible to take the
Iowa Assessments (Iowa).
Parents will receive a permission form that
must be signed and returned to the school
before the student can take the Iowa.
AIG Identification
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The CogAT and Iowa scores are reviewed.
Additional factors (Informal Indicators) are considered
in determining AIG eligibility. These factors include
student interest, motivation, classroom performance,
third grade Explorers’ work samples, parent and
teacher checklists, etc.
The overall profile of the student is considered in the
overall identification process.
Gateway #1
GATEWAY Identification
Measures
Students scoring > 95% on both
a qualifying CogAT score AND
Iowa total reading and/or total
math score are identified in the
area(s) in which the scores align
Students scoring >95% on
qualifying CogAT score AND
<95% on Iowa reading and/or
math
The WJ III is administered in
reading and/or math. The
achievement areas administered
are determined by the qualifying
CogAT score.
Students scoring > 95% on the
WJ III paired with a qualifyinq
CogAT score are identified in the
area(s) in which the scores align
Students scoring scoring >95%
on Iowa reading and/or math
and <95% on a qualifying
CogAT score
Either the Reynolds Intellectual
Screening Test (RIST) OR the
Raven Standard Progressive
Matrices is administered.
Students scoring > 95% on the
individual aptitude (RIST or
Raven) paired with the Iowa
reading and/or math are
identified in the area(s) in which
the scores align
> 98% on Iowa reading and/or
math
> 98% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
Iowa score
Students are identified in the
area(s) in which the scores align
Students scoring >95% on a
qualifying CogAT
> 95% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
CogAT score
A GRS with scores >88% in
three of the five scales.
Students are idenified in the
area(s) in which the scores align
Students scoring > 95% on the
Iowa Assessments in reading
and /or math
> 95% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
Iowa score
A GRS with scores >88% in
three of the five scales.
Students are idenified in the
area(s) in which the scores align
Student’s portfolio data
demonstrates consistent
performance 1-2 grade levels
above the student’s current
grade
Referral made by the SBCGE for
an individual psychological
evaluation. This evaluation may
include individual aptitude and/
or achievement assessments.
For specific identification criteria
for Gateway #5, see AIG
Identification Table
Gateway #2
> 98% on CogAT Composite or
Partial Composite are identified
in reading and math
Gateway #3
Gateway #4
Gateway #5
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Additional Steps in the AIG
Identification Process
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School Based Committee for Gifted Education
(SBCGE) meets to nominate and refer
students.
Parents sign and return the Consent For
Evaluation.
Formal and Informal data are compiled.
SBCGE makes final recommendations for
reading and/or math identification and level of
service.
AIG Identification Process
continued….
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SBCGE recommendations from schools are
reviewed in May by the AIG Program Central
Services Committee.
Parents are informed of the final AIG
recommendations by the end of the 2nd semester.
AIG service begins at the beginning of the 4th
grade year after parents sign and return the Initial
Consent for Service.
AIG Program and Testing Information
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Test Coordinator: Beverly Benton
School Counselor: Jennifer Michot
3rd Grade Classroom Teachers
AIG Resource Teacher: Karen Jordan-Jarrett
AIG Parent Guide
AIG Program Website:
http://www.wcpss.net/curriculum-instruction/ag/
 AIG Program Office: Crossroads 1
5625 Dillard Drive, Cary, 431-7657